Many students consider optimal approaches for effective learning. Often, preferences are influenced by cognitive comfort, akin to the appeal of ultra-processed foods, whereas more effective strategies, though less comfortable, resemble the benefits of fresh food.
Enhancing student achievement depends not only on what is learned but also on how it is studied. In his comprehensive article (an extended article is also available), psychologist John Dunlosky critiques the prevalent use of suboptimal study habits such as highlighting, rereading, and cramming. He advocates for evidence-based methods that significantly improve learning outcomes across various age groups and disciplines.
Foremost among these are practice testing and distributed practice. Practice testing, which involves self-quizzing or completing mock exams, strengthens memory and comprehension through active recall. Distributed practice, characterized by spacing study sessions over time, has been shown to increase long-term retention compared to last-minute cramming.
Additional effective techniques include interleaved practice (alternating between different types of problems), elaborative interrogation (asking “why” questions to enhance understanding), and self-explanation (relating new knowledge to existing knowledge). These approaches foster deeper cognitive engagement and superior problem-solving abilities.
In contrast, widely used strategies like highlighting, rereading, and summarizing are largely ineffective unless integrated with more active learning methods. While these practices may appear productive, research indicates they yield minimal enduring benefit.
Dunlosky’s findings underscore the importance of instructing students in effective learning strategies alongside subject content. Providing learners with practical, research-backed study techniques enables them not only to perform well academically but also to cultivate skills essential for lifelong learning.
Read the extended version.
Read the brief version
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